Date of Award
2008
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Educational Leadership
First Advisor
Greg Barrett
Abstract
The purpose of the study was to explore the experiences of African American student affairs administrators at predominantly white universities and the factors that contribute to their success. The study focused specifically on African American student affairs administrators at predominantly white institutions and their lived experiences. Through the use of phenomenological methods of inquiry, a purposive sample of fourteen African American Student Affairs Administrators from predominantly white institutions were selected and interviewed. The conceptual framework for the present study consisted of a set of variables that influence the success of African American student affairs administrators at predominantly white institutions. Some of the factors have a negative effect while some have a positive effect. The variables that were determined as negative factors or barriers to success were; perceptions of prejudice, feelings of separateness, discrimination, lack of career path/professional identity, compensation/work conditions, more heavily scrutinized, opportunities for advancement. Those variables that were positive factors or enablers of success were; mentoring relationships, support network, importance of family, healthy self-image, recruitment strategies, commitment to diversity, orientation, stages of career development, professional preparation, and undergraduate involvement.
Recommended Citation
Gardner Jr., Levester, "African American Student Affairs Administrators at Predominantly White Institutions: Factors that Contribute to Their success" (2008). Theses and Dissertations. 41.
https://research.ualr.edu/etd/41
